This research examines the influence of self-regulation towards academic achievement among gifted students in Saudi Arabia. The discussion in the study is base on the theoretical framework of the emotional intelligence Theory Goleman’s (1995), the Mayer and Salovey Model (1997) and achievement motivation Theory. These theories are appropriate for the study because they allow the reader to understand how academic achievement is significantly influenced by selfregulation among gifted students in Saudi Arabia. A total of 150 respondents were involved in the quantitative study comprising of male and female gifted students whereby 10 teachers and 30 gifted students were used for qualitative study. Questionnaires were the instruments used to sample the opinions of 150 gifted students? where by interview protocol was used to get the information from the 10 teachers and 30 gifted students. During the analysis and interpretation of the responses gathered from gifted students which is the quantitative data, multiple regressions were used to investigate the influence of self-regulation towards academic achievement among gifted students. For the qualitative data thematic analysis was used through manual qualitative style to describe the concept of self-regulation and provide suggestions from the teachers that could be adopted to improve self-regulation among gifted students in Saudi Arabia. The findings of the study show the effect of self-regulation on academic achievement. The study will be significant to teachers of gifted students, educational planners, government, international agencies such as UNESCO, UNICEF, UNDP, e t c and nongovernmental organizations by putting into practice the suggestions and recommendations which will help them improve emotional intelligence among gifted students in Saudi Arabia.